An empirical study of a SPOC embedded blended learning model for Intensive English Reading: The college English majors’ attitudes（英语专业学生对SPOC嵌入式混合学习模式应用于英语精读课程态度的实证性研究）任务书
2020-02-18 15:54:23
1. 毕业设计（论文）主要内容：
this study aims to examine the students’ attitudes towards the importance and effects of the spoc embedded blended learning applied to english intensive reading course for college english majors in china. a questionnaire involved 15 questions and completed by 200 english majors of the english intensive reading course in 16 classes at the end of the first semester in the 2018-2019 academic year of wuhan university of technology is used for the study method.
spoc：a small private online course refers to a version of a mooc (massive open online course) used locally with on-campus students. university of california berkeley professor armando fox coined the word in 2013 to refer to a localized instance of a mooc course that was in use in a business-to-business context firstly.
blended learning: blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. it requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace.
2. 毕业设计（论文）主要任务及要求
- Search various resources to identify the topic for the paper.
- Collect data and materials for the paper and write the paper on schedule.
- The paper should give an elaborate and exhaustive research on the given topic with independent work.
- The paper should be no less than 4500 English words in accordance with the required format.
3. 毕业设计（论文）完成任务的计划与安排
- before 1st january : settlement of the title
- before 1st march: submission of the outline
- before 15th april : submission of the first draft
- before 14th may: revision of the draft
- before 29th may: submission of the final version
4. 主要参考文献
[1]fox, a. (2013). from moocs to spocs. communications of the association for computing machinery. 12, 38-40.
[2]al-busaidi, k.a. (2013). an empirical investigation linking learners' adoption of blended learning to their intention of full e-learning. behaviour amp; information technology, 2013, 1168-1176.
[3]vincenza, t. (2018). interactivity in the teaching and learning of foreign languages: what it means for resourcing and delivery of online and blended programs. the language learning journal, 2018, 46(2), 132-145.
